BILL NUMBER: ABX1 2	CHAPTERED  03/29/99

	CHAPTER   2
	FILED WITH SECRETARY OF STATE   MARCH 29, 1999
	APPROVED BY GOVERNOR   MARCH 29, 1999
	PASSED THE SENATE   MARCH 22, 1999
	PASSED THE ASSEMBLY   MARCH 22, 1999
	AMENDED IN SENATE   MARCH 18, 1999
	AMENDED IN SENATE   MARCH 15, 1999
	AMENDED IN SENATE   MARCH 4, 1999
	AMENDED IN ASSEMBLY   FEBRUARY 12, 1999
	AMENDED IN ASSEMBLY   FEBRUARY 8, 1999

INTRODUCED BY   Assembly Members Mazzoni and Cunneen
   (Principal coauthors:  Assembly Members Alquist and Campbell)
   (Principal coauthors:  Senators McPherson and Schiff)
   (Coauthors:  Assembly Members Baldwin, Calderon, Davis, Honda,
Jackson, Robert Pacheco, Reyes, Scott, Soto, Washington, Wildman, and
Zettel)

                        JANUARY 19, 1999

   An act to amend Section 44277 of, to add Sections 42239.1 and
42239.2 to, to add Chapter 16 (commencing with Section 53025) to Part
28 of, to add Chapter 11 (commencing with Section 92850) and Chapter
12 (commencing with Section 92855) to Part 57 of, and to add Article
2 (commencing with Section 99220) to Chapter 5 of Part 65 of, the
Education Code, relating to education, making an appropriation
therefor, and declaring the urgency thereof, to take effect
immediately.



	LEGISLATIVE COUNSEL'S DIGEST


   AB 2, Mazzoni.  Education.
   (1) Existing law establishes various programs that relate to
reading development for elementary pupils, including the Reading
Initiative Program, the Comprehensive Reading Leadership Program, and
the Back to Basics Summer School Reading Program.  Under existing
law, the adopted course of study for grades 1 to 6, inclusive, is
required to include instruction in the skill of reading.
   This bill would do each of the following with regard to reading
development:
   (a) Establish the Elementary School Intensive Reading Program,
whereby increased funding would be available, upon application, to
school districts that maintain kindergarten and any of grades 1 to 4,
inclusive, for the operation of a program that provides multiple,
intensive reading opportunities for pupils in those grades and would
require a school district, when expending these funds, to give first
priority to increasing instructional opportunities for pupils who are
experiencing difficulty learning to read.  The bill would require
the Superintendent of Public Instruction, with input from an advisory
committee, to evaluate the program.  The bill would appropriate
$75,000,000 to the State School Fund for allocation by the
Superintendent of Public Instruction to school districts that apply
for funding pursuant to this program, and would require that the
appropriation be included in the amounts appropriated by the state in
the 1999-2000 fiscal year for the purpose of meeting the state's
minimum funding obligation to school districts and community college
districts under Section 8 of Article XVI of the California
Constitution for that fiscal year.
   (b) Establish the Governor's Reading Award Program, to be
administered by the state Secretary for Education, whereby annual
awards of up to $5,000 would be provided to schools offering
instruction in kindergarten or any of grades 1 to 8, inclusive, whose
pupils meet certain reading criteria.  The bill would require the
state Secretary for Education to develop criteria for the awards.
The bill would appropriate $2,000,000 to the Superintendent of Public
Instruction for allocation to applicant school districts, and would
require that the appropriation be included in the amounts
appropriated by the state in the 1999-2000 fiscal year for the
purpose of meeting the state's minimum funding obligation to school
districts and community college districts under Section 8 of Article
XVI of the California Constitution for that fiscal year.
   (c) Request the Regents of the University of California to jointly
establish, with the Trustees of the California State University and
the independent colleges and universities, the California Reading
Professional Development Institutes.  The bill would appropriate
$6,000,000 to the State School Fund for allocation by the
Superintendent of Public Instruction to school districts, and would
require that the appropriation be included in the amounts
appropriated by the state in the 1999-2000 fiscal year for the
purpose of meeting the state's minimum funding obligation to school
districts and community college districts under Section 8 of Article
XVI of the California Constitution for that fiscal year.
   (2) Existing provisions of the California Constitution establish
the University of California as a public trust under the
administration of the Regents of the University of California.
   This bill would request the Regents of the University of
California to develop a teacher preparation program to be known as
the Governor's Teacher Scholars Program and to develop an
administrator preparation program to be known as the Governor's
Principal Leadership Institute, in accordance with prescribed
criteria.
   The bill would also require the state Secretary for Education to
contract for the development and establishment of a public
involvement campaign to promote reading in the public schools and
would appropriate $4,000,000 from the General Fund for this purpose.

   The bill would appropriate, without regard to fiscal years, a
total of $7,000,000 from the General Fund to the Regents of the
University of California for the Governor's Teacher Scholars Program,
the Governor's Principal Leadership Institute, and for administering
the California Reading Professional Development Institutes.
   The bill would not be applicable to the University of California
and the $7,000,000 appropriation would not be operative unless and
until the Regents of the University of California act, by resolution,
to make the bill applicable.
   (3) The bill would declare that it is to take effect immediately
as an urgency statute.
   Appropriation:  yes.


THE PEOPLE OF THE STATE OF CALIFORNIA DO ENACT AS FOLLOWS:


  SECTION 1.  Section 42239.1 is added to the Education Code, to
read:
   42239.1.  (a) For the 1999-2000 fiscal year and each fiscal year
thereafter, each school district shall be entitled to reimbursement
for pupil attendance in intensive reading programs offered pursuant
to Article 1 (commencing with Section 53025) of Chapter 16 of Part 28
of the Education Code in an amount equal to 10 percent of the
district's total enrollment in kindergarten and grades 1 to 4,
inclusive, for the prior fiscal year multiplied by 120 hours,
multiplied by the hourly rate for the current fiscal year determined
pursuant to subdivision (c) of Section 42239 reduced by the deficit
factor described in Section 42238.145.  This amount shall be provided
in addition to the amount provided pursuant to Section 42239.
   (b) When expending funds received pursuant to this section a
school district shall give first priority for the purpose specified
in paragraph (1) of subdivision (c) of Section 53027.
  SEC. 1.3.  Section 42239.2 is added to the Education Code, to read:

   42239.2.  (a) Notwithstanding any other provision of law, the
Superintendent of Public Instruction shall allocate a minimum of six
thousand seven hundred sixty-six dollars ($6,766) for supplemental
summer school programs established pursuant to Article 1 (commencing
with Section 53025) of Chapter 16 of Part 28, from funds appropriated
therefor in each school district for which the prior fiscal year
enrollment was less than 500 units of average daily attendance and
that offers at least 1,500 hours of supplemental summer school
instruction.  A school district for which the prior fiscal year
enrollment was less than 500 units of average daily attendance that
offers less than 1,500 hours of supplemental summer school offerings
shall receive a proportionate reduction in its allocation.
   (b) Minimum allocations for supplemental summer school programs
required pursuant to subdivision (a) shall be adjusted for inflation
in the 2000-01 fiscal year, and each fiscal year thereafter, in
accordance with Section 42238.1.
   (c) For purposes of this section a charter school is a schoolsite
and is not a school district.
  SEC. 1.5.  Section 44277 of the Education Code is amended to read:

   44277.  The Legislature recognizes that effective professional
growth must continue to occur throughout the careers of all teachers,
in order that teachers remain informed of changes in pedagogy,
subject matter, and pupil needs.  In enacting this section, it is the
intent of the Legislature to establish professional growth
requirements that give individual teachers a wide range of options to
pursue as well as significant roles in determining the course of
their professional growth.
   (a) The minimum requirements for maintaining the validity of the
clear multiple or single subject teaching credential pursuant to
Section 44251 shall be both of the following:
   (1) Successful service as a classroom teacher or successful
service authorized by a services credential.  The minimum length of
service shall be equivalent to one-half of a school year.
   (2) Completion of an individual program of professional growth as
prescribed in this section and by the commission.
   (b) An individual program of professional growth shall consist of
a minimum of 150 clock hours of participation in activities that are
aligned with the California Standards for the Teaching Profession
that contribute to competence, performance, or effectiveness in the
profession of education and the teacher's classroom assignments.
Acceptable activities shall be defined by the commission to include,
among other acceptable activities, the completion of courses offered
by regionally accredited colleges and universities, including
instructor-led interactive courses delivered through online
technologies; participation in professional conferences, workshops,
teacher center programs, staff development programs, or a California
Reading Professional Development Program operated pursuant to Article
2 (commencing with Section 99220) of Chapter 5 of Part 65; service
as a mentor teacher pursuant to Section 44496; participation in
school curriculum development projects; participation in systematic
programs of observation and analysis of teaching; service in a
leadership role in a professional organization; and participation in
educational research or innovation efforts.  Employing agencies and
employees' bargaining agents may negotiate to agree on the terms of
programs of professional growth within their jurisdictions, provided
that the agreements shall be consistent with this section.
   (c) An individual program of professional growth shall be
developed and planned by the holder of a clear teaching credential.
   (d) Effective January 1, 1991, an individual program of
professional growth may include a basic course in cardiopulmonary
resuscitation, which includes training in the subdiaphragmatic
abdominal thrust (also known as the "Heimlich maneuver") and meets or
exceeds the standards established by the American Heart Association
or the American Red Cross for courses in that subject.  A teacher's
participation in this training option shall count towards the minimum
150 clock hours required to satisfy the professional growth
requirements.
   (e) Before a holder of a clear teaching credential commences or
amends an individual program of professional growth, a school
principal, a mentor teacher provided for in Section 44496, or other
district designee shall certify to the credential holder that the
planned program or amendment complies with this section and with
regulations of the commission.
   (f) A clear teaching credential shall be deemed to remain valid so
long as the holder of the credential, at five-year intervals,
submits to the commission verification by a school principal, a
mentor teacher, or other district designee that the holder has
satisfied the minimum requirements specified in subdivision (a).  In
the absence of adequate verification, the commission shall invalidate
the credential.  Verification by a school principal, a mentor
teacher, or other district designee shall be independent of any
evaluation of the performance of the holder of the clear teaching
credential that is conducted for the purpose of determining the
credential holder's employment status.  The arbitrary refusal of a
school principal, a mentor teacher, or other district designee to
verify completion of an individual program of professional growth
meeting the requirements of this section and commission regulations
shall constitute grounds for an appeal as prescribed in Section
44278.
  SEC. 2.  Chapter 16 (commencing with Section 53025) is added to
Part 28 of the Education Code, to read:

      CHAPTER 16.  READING PROGRAMS
      Article 1.  Elementary School Intensive Reading Program

   53025.  This article shall be known and may be cited as the
Elementary School Intensive Reading Program.
   53027.  (a) A school district that maintains any of kindergarten
or grades 1 to 4, inclusive, may operate a program that provides
multiple, intensive reading opportunities for pupils in any one or
combination of kindergarten and grades 1 to 4, inclusive, including
appropriate support to address the needs of English language
learners.  Funding for the program established pursuant to this
article shall be provided pursuant to Section 42239.1.
   (b) Pupils shall remain eligible for participation in the program
established pursuant to this article for three calendar months after
completing grade 4.
   (c) The purposes of the program established pursuant to this
article include, but are not limited to, both of the following:
   (1) To provide pupils who are experiencing difficulty learning to
read with increased instructional opportunities.
   (2) To provide stimulating and enriching opportunities for all
pupils to increase their reading skills and enhance their enjoyment
of reading.
   (d) (1) Instruction provided pursuant to the program established
pursuant to this article shall be consistent with the standards for a
comprehensive reading instruction program that is research-based, as
described in subparagraphs (A) and (B) of paragraph (4) of
subdivision (b) of Section 44259, and shall include all of the
following components:
   (A) The study of organized, systematic, explicit skills, including
phonemic awareness, direct, systematic explicit phonics, and
decoding skills.
   (B) A strong literature, language and comprehension component with
a balance of oral and written language.
   (C) Ongoing diagnostic techniques that inform teaching and
assessment.
   (D) Early intervention techniques.
   (2) Instruction provided pursuant to the program established
pursuant to this article shall be consistent with state-adopted
academic content standards and with the curriculum framework on
English language arts adopted by the State Board of Education.
   53029.  (a) Except as provided in subdivision (b), intensive
reading instruction provided pursuant to this article shall be
offered four hours per day for six continuous weeks during the summer
or when school is not regularly in session.
   (b) Due to facilities constraints or for other educational
reasons, a school district may offer intensive reading instruction
before school, after school, on Saturdays, or during intersession, or
in a combination of summer school, after school, Saturday, or
intersession instruction.  Services may be provided to pupils during
the regular instructional day if the instruction is delivered by a
certificated employee, provided that the employee is not the pupil's
regular classroom teacher, and does not result in the pupil being
removed from regular classroom instruction.  Instruction provided
pursuant to this section shall fulfill the requirements of
subdivision (a) of Section 44830 and of Section 44831.  Other service
providers should have appropriate training in the teaching of
reading.
   (c) Notwithstanding Section 49550 or any other provision of law, a
school district that operates a program pursuant to this article is
not required to provide a meal or snack to pupils participating in
the program.
   53031.  The Superintendent of Public Instruction, with input from
an advisory committee, shall evaluate the program established
pursuant to this chapter on or before November 1, 2000.  If funds are
needed for this purpose, it is the intent of the Legislature that
funds be appropriated for this purpose in the annual Budget Act.

      Article 2.  Governor's Reading Award Program

   53050.  This article shall be known, and may be cited as the
Governor's Reading Award Program, to be administered by the state
Secretary for Education on behalf of the Governor.
   53053.  A school district that maintains any of kindergarten or
grades 1 to 8, inclusive, may apply to the state Secretary for
Education for an award pursuant to this article for each school
within the district that meets criteria developed pursuant to Section
53055.
   53055.  The state Secretary for Education, in cooperation with an
advisory committee consisting of teachers, parents, and educators,
shall develop criteria for the receipt of an award pursuant to this
article.  The criteria may include, but not necessarily be limited
to, the completion by pupils at the applicant school of
age-appropriate books and pages.  The criteria shall be based on
school quartiles of pupils eligible for free or reduced-cost meals
through the school lunch program of the United States Department of
Agriculture.
   53057.  (a) Grant awards made pursuant to this article shall not
exceed five thousand dollars ($5,000) per school and shall be used to
further the academic program of the school.
   (b) It is the intent of the Legislature that at least 400 schools
receive grant awards pursuant to this article in every fiscal year.
   (c) The state Secretary for Education shall annually provide a
list of schools that receive grant awards to the State Department of
Education.  Upon receipt of the list, the State Department of
Education shall apportion funding to school districts for allocation
to individual schools.

      Article 3.  Public Involvement Reading Campaign

   53075.  The state Secretary for Education shall contract for the
development and establishment of a public involvement campaign to
inform Californians that promoting reading in the public schools as a
key to success in life is the responsibility of all Californians.
The campaign shall address, but not necessarily be limited to,
promoting family reading activities, encouraging private sector
support for child literacy programs, and publicizing the importance
of reading skills for academic success.
   Elected officials and declared candidates for partisan public
office may not appear in promotional materials for the reading
campaign.
  SEC. 3.  (a) The Legislature finds and declares all of the
following:
   (1) The Commission on Teacher Credentialing, in its Statewide
Teacher Recruitment Plan, estimated that California will need an
additional 250,000 to 300,000 teachers over the next decade.  The
anticipated shortage of teachers is expected to be especially acute
in urban areas.
   (2) A decade ago, the University of California prepared over 10
percent of the teachers in California.  That percentage has now
declined to fewer than 5 percent of the teachers in the state.
   (3) The California State University has as its primary mission to
prepare the majority of teachers in the state and has, in recent
years, sought to respond effectively to increased demand for teachers
in the state's public schools.  It is imperative that the University
of California increase its role in preparing teachers to better
complement the work of the California State University and to help
meet the demand for highly capable and fully qualified teachers.  It
is the intent of the Legislature that the University of California
have a goal of preparing a minimum of 2,200 teachers on or before
July 1, 2003, which would approximately double the number of teachers
prepared by the University of California in 1998-99.
   (4) Teaching is a very challenging career that demands expertise
in a wide variety of areas including, but not limited to,
linguistics, developmental psychology, multiple academic subject
matters, and pedagogy.  As such, effective teacher preparation should
include an interdisciplinary approach that draws on faculty
expertise from across the campus.
   (b) It is the intent of the Legislature, in enacting Section 4 of
this act, to establish a highly competitive teacher scholarship
program within the University of California that will make teaching a
more attractive and visible option for the most talented university
students to pursue.
  SEC. 4.  Chapter 11 (commencing with Section 92850) is added to
Part 57 of the Education Code, to read:

      CHAPTER 11.  GOVERNOR'S TEACHER SCHOLARS PROGRAM

   92850.  The Regents of the University of California are requested
to develop a Governor's Teacher Scholars Program, to operate,
commencing July 1, 2000, at the Berkeley and Los Angeles campuses,
and at additional University of California campuses, as deemed
appropriate by the University, in accordance with all of the
following:
   (a) Prior to July 1, 2000, the university shall develop all of the
following:
   (1) A rigorous teacher preparation program that prepares teachers
to work in schools with high percentages of low income or English
language learners and that culminates in the award of a master's
degree.
   (2) Begin recruiting highly talented students who wish to become
teachers.
   (3) Conduct a fundraising effort to provide full scholarships to
participants in the program.
   (b) When the program is fully operational, a total of 400 students
shall be selected to participate in the program.  At least 100 of
these students shall be enrolled at each of the Los Angeles and
Berkeley campuses.
   (c) Participants in the program shall receive full scholarships,
funded through private donations and other sources, to cover the
participants' cost of the program.  These scholarships shall be
limited to university fees charged to resident students and mandatory
campus-based fees.
   (d) Participants in the program shall be required to make a
commitment to teach for at least four years in a California public
elementary or secondary school eligible to be designated, within the
meaning of subdivision (e) of Section 69613, for participants in the
Assumption Program of Loans for Education.
   (e) Participants who leave classroom teaching service before their
four-year commitment is completed shall repay that portion of their
scholarship assistance that is equal to the proportion of the
four-year commitment that has not been completed.
   92851.  This chapter shall not apply to the University of
California unless and until the Regents of the University of
California act, by resolution, to make it applicable.
  SEC. 5.  (a) The Legislature finds and declares all of the
following:
   (1) Recent research on effective schools found that a strong
principal is an essential component in school success.
   (2) Evidence from school districts around California indicates
that they are experiencing a growing shortage of available personnel
to serve as principals, partially as a result of the demanding nature
of the profession.
   (3) Leading a schoolsite as a principal is a very challenging
career that demands expertise in a wide variety of areas including,
but not limited to, business management, legal issues, leadership
skills, and curriculum and instruction.  As such, effective
administrator preparation should embody an interdisciplinary approach
that draws on faculty expertise from across the campus.
   (b) It is the intent of the Legislature, in enacting Section 6 of
this act, to establish a highly competitive principal scholarship
program within the University of California that will make a
principalship a more attractive and visible option for the most
talented individuals to pursue.
  SEC. 6.  Chapter 12 (commencing with Section 92855) is added to
Part 57 of the Education Code, to read:

      CHAPTER 12.  GOVERNOR'S PRINCIPAL LEADERSHIP INSTITUTE

   92855.  The Regents of the University of California are requested
to develop a Governor's Principal Leadership Institute, to operate,
commencing July 1, 2000, at the Berkeley and Los Angeles campuses of
the university, in accordance with all of the following:
   (a) Prior to July 1, 2000, the university shall develop a rigorous
two-year administrator preparation program that culminates in the
award of at least a master's degree and which coursework shall apply
to a doctoral degree, begin recruiting highly talented individuals
who wish to become school principals, and conduct a fundraising
effort to provide full scholarships to participants in the program.
   (b) The university shall collaborate with existing principal
professional development programs in establishing and administering
the program.
   (c) The program shall be interdisciplinary and shall draw upon the
faculty expertise of a wide variety of professional schools,
including, but not necessarily limited to, the schools of education,
law, and business or management at the participating campuses.
   (d) When the program is fully operational, a total of 400
students, composed of 200 students at each participating campus,
shall be selected to participate in the program.
   (e) Participants in the program shall receive full scholarships,
funded through private donations and other sources, to cover the
participants' cost of the program.  These scholarships shall be
limited to university fees charged to resident students and mandatory
campus-based fees.
   (f) Participants in the program shall be required to make a
commitment to serve four years as a principal, vice-principal, or in
another administrative role, at a public elementary or secondary
school.
   (g) Participants who leave administrative service before their
four-year commitment is completed shall repay that portion of their
scholarship that is equal to the proportion of the four-year
commitment that has not been completed.
   92856.  This chapter shall not apply to the University of
California unless and until the Regents of the University of
California act, by resolution, to make it applicable.
  SEC. 7.  (a) The Legislature finds and declares all of the
following:
   (1) The California Subject Matter Projects provide a model for the
effective delivery of discipline-specific professional development
to teachers in kindergarten and grades 1 to 12, inclusive.
   (2) The California Subject Matter Project model is based on
intersegmental collaboration drawing on the academic resources and
expertise of college and university faculty and leading teachers in
kindergarten and grades 1 to 12, inclusive.
   (3) The principal goal of the California Subject Matter Projects
is to improve the academic achievement of students to meet or exceed
expected levels of performance measured against state standards.
   (4) The California Subject Matter Projects develop professional
relationships among participants that create ongoing opportunities
for teacher learning and research.
   (5) The California Reading and Literature Project, with sites on
two campuses of the University of California, nine campuses of the
California State University, and one independent university campus,
has achieved excellent results in pilot projects focused specifically
on the instruction of reading in kindergarten and grades 1 to 3,
inclusive, linking the experience of outstanding classroom teachers
with the research and resources of the larger educational community
and consistent with the purpose of Section 6 of this act.
   (b) It is the intent of the Legislature that the University of
California, in partnership with the California State University and
the independent universities and colleges, expand the capacity of the
California Subject Matter Projects to provide professional
development to teachers in kindergarten and grades 1 to 12,
inclusive, pursuant to Section 8 of this act.
  SEC. 8.  Article 2 (commencing with Section 99220) is added to
Chapter 5 of Part 65 of the Education Code, to read:

      Article 2.  California Reading Professional Development
Institutes

   99220.  The Regents of the University of California are requested
to jointly develop with the Trustees of California State University
and the independent colleges and universities, the California Reading
Professional Development Institutes, to be administered by the
university, in partnership with the California State University and
with private, independent universities in California, in accordance
with all of the following criteria:
   (a) In June 1999, the University of California and its institutes'
partners shall commence instruction for up to 6,000 participants who
either provide direct instruction in reading to pupils in
kindergarten or in grade 1, 2, or 3, or who supervise beginning
teachers of reading.
   (b) (1) The institutes shall provide instruction for school teams
from each participating school.  These school teams shall include
both beginning and experienced teachers and the schoolsite
administrator, with the majority of the team composed of beginning
teachers.
   (2) Criteria and priority for selection of participating school
teams shall include, but not necessarily be limited to, all of the
following:
   (A) Schools whose pupils' reading scores are at or below the 40th
percentile on the Star 9 reading achievement test.
   (B) Schools with a high number of new, underprepared, and
noncredentialed teachers.
   (C) Schools with a full complement of team members as outlined
above.
   (D) School teams committed to participate in the Elementary School
Intensive Reading Program established pursuant to Article 1
(commencing with Section 53025) of Chapter 16 of Part 28 for a
minimum of three years.
   (c) (1) The institutes shall provide instruction in the teaching
of reading in a manner consistent with the standard for a
comprehensive reading instruction program that is research-based, as
described in subparagraphs (A) and (B) of paragraph (4) of
subdivision (b) of Section 44259, and shall include all of the
following components:
   (A) The study of organized, systematic, explicit skills including
phonemic awareness, direct, systematic explicit phonics, and decoding
skills.
   (B) A strong literature, language and comprehension component with
a balance of oral and written language.
   (C) Ongoing diagnostic techniques that inform teaching and
assessment.
   (D) Early intervention techniques.
   (2) Instruction provided pursuant to the program established
pursuant to this article shall be consistent with state-adopted
academic content standards, and with the curriculum framework on
English language arts adopted by the State Board of Education.
   (d) Each participant in the institutes shall receive a stipend of
one thousand dollars ($1,000).
   (e) In order to provide maximum access, the institutes shall be
offered on multiple university and college campuses widely
distributed throughout the state.  Instruction at the institutes
shall consist of an intensive, sustained training period of no less
than 40 hours during the summer or during an intersession break, and
shall be supplemented, during the following school year, with no
fewer than the equivalent of five additional days of instruction and
schoolsite meetings, held on at least a monthly basis, to focus on
the academic progress of that school's pupils in reading.
   (f) It is the intent of the Legislature that a local education
agency or postsecondary institution that offers an accredited program
of professional preparation consider providing partial and
proportional credit toward satisfaction of the reading course
requirement to an enrolled candidate who satisfactorily completes a
California Reading Development Institute program, if the program has
been certified by the Commission on Teacher Credentialing as meeting
reading preparation standards.
   (g) "Beginning teachers," for purposes of this article, are
teachers with three or fewer years of teaching experience.
   99221.  This article shall not apply to the University of
California unless and until the Regents of the University of
California act, by resolution, to make it applicable.
  SEC. 9.  (a) (1) The sum of eighty-three million dollars
($83,000,000) is hereby appropriated from the General Fund for the
purposes of the act adding this section in accordance with the
following schedule:
                                                          (A) The sum
of seventy-five million dollars ($75,000,000) to the State School
Fund for allocation to school districts by the Superintendent of
Public Instruction for purposes of the Elementary School Intensive
Reading Program established pursuant to Article 1 (commencing with
Section 53025) of Chapter 16 of Part 28 of the Education Code.
   (B) The sum of two million dollars ($2,000,000) to the
Superintendent of Public Instruction for allocation to school
districts for purposes of the Governor's Reading Award Program
established pursuant to Article 2 (commencing with Section 53050) of
Chapter 16 of Part 28 of the Education Code.
   (C) The sum of six million dollars ($6,000,000) for transfer to
the State School Fund for allocation by the Superintendent of Public
Instruction to school districts to fund the stipends of participants
in the California Reading Professional Development Institutes
established pursuant to Article 2 (commencing with Section 99220) of
Chapter 5 of Part 65 of the Education Code.
   (2) For the purposes of making computations required by Section 8
of Article XVI of the California Constitution, the amounts
appropriated in paragraph (1) of this subdivision of this section
shall be deemed to be "General Fund revenues appropriated to school
districts," as defined in subdivision (c) of Section 41202 of the
Education Code for the 1999-2000 fiscal year and be included within
the "total allocations to school districts and community college
districts from General Fund proceeds of taxes appropriated pursuant
to Article XIIIB," as defined in subdivision (e) of Section 41202 of
the Education Code for the 1999-2000 fiscal year.
   (b) The sum of eleven million dollars ($11,000,000) is hereby
appropriated, without regard to fiscal years, from the General Fund
for allocation in accordance with the following schedule:
   (1) Five hundred thousand dollars ($500,000) to the Regents of the
University of California for the purposes of planning the academic
program of, recruiting participants for, and scholarship fundraising
for, the Governor's Teacher Scholars Program established pursuant to
Section 92850 of the Education Code.
   (2) Five hundred thousand dollars ($500,000) to the Regents of the
University of California for the purposes of planning the academic
program of, recruiting participants for, and scholarship fundraising
for, the Governor's Principal Leadership Institute established
pursuant to Section 92855 of the Education Code.
   (3) Six million dollars ($6,000,000) to the University of
California for the purpose of administering the California Reading
Professional Development Institutes established under Article 2
(commencing with Section 99220) of Chapter 5 of Part 65 of the
Education Code.
   (4) Four million dollars ($4,000,000) to the state Secretary for
Education for purposes of contracting for the development and
establishment of a public involvement reading campaign pursuant to
Article 3 (commencing with Section 53075) of Chapter 16 of Part 28 of
the Education Code.
  SEC. 10.  Paragraphs (1) to (3), inclusive, of subdivision (b) of
Section 9 of this act shall not become operative unless and until the
Regents of the University of California adopt a resolution within
the meaning of Sections 92851, 92856, and 99221 of the Education
Code, as applicable.
  SEC. 11.  This act is an urgency statute necessary for the
immediate preservation of the public peace, health, or safety within
the meaning of Article IV of the Constitution and shall go into
immediate effect.  The facts constituting the necessity are:
   In order to allow the University of California to establish the
California Reading Professional Development Institutes and to provide
instruction commencing in June 1999, to allow the university
adequate time to develop the teacher and administrator preparation
programs pursuant to this act prior to July 1, 2000, and to allow for
the immediate establishment of reading development programs, it is
necessary that this act take effect immediately.
